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21 - 30 of 47 results for: TAPS ; Currently searching spring courses. You can expand your search to include all quarters

TAPS 151T: Great Books: Dramatic Traditions (COMPLIT 151B, COMPLIT 351B, TAPS 351)

The most influential and enduring texts in the dramatic canon from Sophocles to Shakespeare, Chekhov to Soyinka. Their historical and geopolitical contexts. Questions about the power dynamics involved in the formation of canons. This course counts as a Writing in the Major course for TAPS in 2016-17.
Terms: Spr | Units: 4 | UG Reqs: GER:DB-Hum, WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Menon, J. (PI)

TAPS 153F: Performing Feeling (CSRE 153F, FEMGEN 153F)

This course explores the intersections of performance and feeling through a wide geographical and historical range of theories, texts, and performances. We will examine how performance and feeling relate to one another by surveying a broad spectrum of performance and performance theory, with special attention to race, gender, and sexuality.These explorations will serve as grounds for richer understandings of performance as well as expanded artistic vocabularies in performing feeling.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

TAPS 154P: Stage Physics and Chemical Theaters: Science & Contemporary Performance

Michael Frayn's Copenhagen and Tom Stoppard's Arcadia are celebrated examples of science plays, drama that draws upon scientific history and/or theories within its structure and content. These plays generate conversation and at times controversy regarding the accuracy of scientific and historical representation as well as the relationship between theater and science. How should theater reimagine and embody scientific practice? How should science engage with the dynamism of theater? In this course, we will examine how modern and contemporary science plays imagine the scientific past, ruminate on scientists, and educate the audience. We will explore questions of genre, pedagogy, and dramatic form in the plays composition. Readings on science communication and selected scientific theories will accompany the primary texts. Students will have an opportunity to pursue a creative project in the course. Plays may include works by Bertolt Brecht, Carl Djerassi, Michael Frayn, Lauren Gunderson, Chiori Miyazawa, Cassandra Medley, Shelagh Stephenson, and Tom Stoppard.
Terms: Spr | Units: 4 | UG Reqs: WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Robinson, A. (PI)

TAPS 157X: Borders, Performance, and Human Rights (CSRE 157X)

How have artists and activists have used performance to raise vital questions about citizenship, identity, community, and human agency in migrant contexts? In this class, we will examine a range of theatre and performance pieces from across the globe that address urgent issues of migration and border-crossing, including experiences of refugees, asylum seekers, and environmental migrants. We will study the various aesthetic strategies that performance-makers have used to tell these stories, their outreach to audiences, and the political potential of their work. The course blends readings of critical and creative texts with practical workshops to give participants the opportunity to develop their own performances as well as written work.
Terms: Spr | Units: 4 | Grading: Letter or Credit/No Credit
Instructors: Looser, D. (PI)

TAPS 162Z: Dance on the Move: Migration, Border Zones, and Citizenship (CSRE 162Z, DANCE 162Z)

Dance on the Move is an introductory-level course that considers dance performance and practice as sites for examining the mobilities/immobilities that shape transnational migration and citizenship. We examine how (im)migrant bodies as subjects constructed through political-economic relations of race, gender, sexuality, class, nationality, and religion negotiate, contest, and affirm experiences of belonging/unbelonging in daily life and artistic practice across diverse geographical sites. Students will conduct a small ethnographic project with a dance community that relates to the theme, such as social dance events or student dance groups. Students will produce either a written- or a hybrid written/performance- ethnography as their final project.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-A-II, WAY-ED | Grading: Letter or Credit/No Credit

TAPS 179G: Indigenous Identity in Diaspora: Women of Color Art Practice in América (CSRE 179G, CSRE 279G, FEMGEN 179G, NATIVEAM 179G, TAPS 279G)

This course is part of the core curriculum of the IDA emphasis in CSRE. This year it will focus on the art and art practice of women of color in the areas of literature, visual art and the performing arts. Through readings, screenings, on and off campus events, and visiting artists, the course will examine the aesthetics, cultural inquiries, and related politics of Indigenous-identified women artists (especially but not limited to Xicana, Northern Native and African American). Issues of gender and sexuality in relation to cultural identity are also integral to this exploration. Students will be required to produce a mid-term and final work, integrating the critical concepts of the course into creative projects.
Terms: Spr | Units: 4 | Grading: Letter or Credit/No Credit
Instructors: Moraga, C. (PI)

TAPS 190: Special Research

Individual project on the work of a playwright, period, or genre. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

TAPS 191: Independent Study

Individual supervision of off-campus internship. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr, Sum | Units: 1-18 | Repeatable for credit | Grading: Letter or Credit/No Credit

TAPS 197: Dance in Prison: The Arts, Juvenile Justice, and Rehabilitation in America (AMSTUD 197, DANCE 197)

This class works collaboratively with a local juvenile hall to use civic engagement and performance to explore the aesthetic, cultural and legal issues in the lives of incarcerated youth. In the process students gain an understanding of incarceration on an immediate and personal scale. Taught jointly by a Dance Studies scholar and a lawyer specializing in Juvenile Justice, we will consider what unique understandings are possible if we position the arts as central to an exploration of punishment, rehabilitation and recidivism in America. The course will examine case studies, historical and contemporary narratives about the social, imaginative and behavioral change possible through arts programs in prison.Half of the class meetings will be in Hillcrest Juvenile Hall in San Mateo, where our class will join with a group of 13-18 year old youths currently detained there. Dance will be used to help shape their individual expressive voices, and ours, through collaborative hip hop dance classes. Books to be read are Just Mercy: A Story of Justice and Redemption by Bryan Stevenson, and Last Chance in Texas by John Hubner.
Terms: Spr | Units: 3 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-ED | Grading: Letter or Credit/No Credit
Instructors: Ross, J. (PI)

TAPS 200: Senior Project

All TAPS Majors must complete a Senior Project that represents significant work in any area of theater and/or performance. The project must be an original contribution and can consist of any of the following: devising a performance, choreographing a dance, stage managing a production, designing a large theater work, performing a major role, writing a play, directing a show, or researching and writing a senior essay. Work for this project normally begins in Spring Quarter of the junior year and must be completed by the end of the senior year. Students receive credit for senior projects through TAPS 200. A minimum of 4 units is required, but additional units are available for larger projects. Students pursuing senior projects must submit a two-page proposal to a faculty advisor of their choice, which must be approved by the Undergraduate Advisor and the department faculty no later than the end of Spring Quarter of the junior year.
Terms: Aut, Win, Spr, Sum | Units: 2-9 | Repeatable for credit | Grading: Letter or Credit/No Credit
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